The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #274 (February 10, 2019)

    • New York Times
    • 02/07/19

    The most effective parents, according to the authors, are “authoritative.” They use reasoning to persuade kids to do things that are good for them. Instead of strict obedience, they emphasize adaptability, problem-solving and independence — skills that will help their offspring in future workplaces that we can’t even imagine yet.”

    • New York Times
    • 02/04/19

    “A small group of well-educated professionals enjoys rising wages, while most workers toil in low-wage jobs with few chances to advance.”



    • New York Times
    • 02/07/19

    “From elementary school through college, girls are more disciplinedabout their schoolwork than boys; they study harder and get better grades. Girls consistently outperform boys academically. And yet, men nonetheless hold a staggering 95 percent of the top positions in the largest public companies. What if those same habits that propel girls to the top of their class — their hyper-conscientiousness about schoolwork — also hold them back in the work force?”




    • New York Times
    • 02/05/19

    “The advantages of such switchovers are many. Repeat visitors will have fresh art experiences. New histories will get told. Old canons will start to erode. At the same time, though, MoMA’s organizational mettle will be under stress. Big museums are kludgy, slow-moving machines. I suspect the new schedule will keep MoMA staff up late working nights, which, of course, young people can do, no problem. So with luck, much of the shifting and rethinking will be assigned to junior curators energized by the challenge and filled with 21st century ideas, about, among other things, the ethics of determining the cultural breadth of art to be shown.”


    • New York Times
    • 02/04/19

    The monitoring began in 2012 with an observational tool called Class, which is devised to measure teaching quality. Developed at the University of Virginia, it quantifies three aspects of a teacher’s performance: instructional support, emotional support and classroom organization.”









Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson


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